Hook, Housekeeping & Homework Monday

While you wait… Take the handouts off the front table and complete the Anticipatory Hook QuestionsIndependent Novel Presentations = Mon, Nov 9 – Vitallie J, Jessica K, Maya M

• Homework: Read Oedipus Rex: Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace)

Mondays = Writing Center 3:15-3:45

Past, Present, Future Monday

• Independent Novel • Presentations: Jackson B, Daulton J, Alissa M, Alex L, Ian N, Graham G, Nia V• Assignment 1 due

• Writing Reflection Chart – Return TEWWG essay – Turn in chart!• Did you turn in your writing reflection chart from Friday?! Turn it in now!

• Unit 4: The Classic Tragic Figure - Introduction to The Oedipus Cycle• Anticipation… • Unit Overview• Background Information• Check out the Text – Preview with Terminology

• Unit 4: The Classic Tragic Figure - Introduction to The Oedipus Cycle• Riddle of the Sphinx• An Introduction to Greek Tragedy video (6:30 min) https://www.youtube.com/watch?v=dSr6mP-zxUc• Discuss Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace) – Reading Guide Questions• Read “Introduction to Oedipus the King” by Bernard Know (studysync) – Apply ideas to our unit and essential questions• Read Scene II, Ode II, Scene III, Ode III (pp. 27-59)

This Week’s Independent Novel Presentations• Mon, Nov 9 – Vitallie J, Jessica K, Maya M• Tue, Nov 10 – Ben G, Saydra B, Gabby• Thurs, Nov 12 – Michelle E, Angelo S, Trina B• Fri, Nov 13 (2) – Garrett H, Alvin S, Matt B, Fred N

• Fri, Nov. 20 Bailey S

Activity: Literary Terminology & Background Monday

Dramatic Irony: a literary technique, originally used in Greek tragedy, by which the full significance of a character's words or actions are clear to the audience or reader although unknown to the character. (see unit)

So, it’s okay to know the beginning, middle, AND end; they did, too!

60 Second Recap: Introduction Oedipus Rex• http://www.60secondrecap.com/study-guide/sophocles-oedipus-rex-introduction/60 Second Recap: Overview Oedipus Rex• http://www.60secondrecap.com/study-guide/sophocles-oedipus-rex-the-summary/

U4: The Classic Tragic Figure Monday Standard 2: Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Unit Objectives: You will be able to. . . • Identify and apply the elements of Aristotle’s definition of tragedy• Analyze and explain the purpose and effect of characters’ perspectives, dilemmas and decisions, and how these impact

and support theme• Identify, illustrate, and explain the beliefs of Ancient Greek society as represented in their literatureUnit Questions:• How does drama reflect society?• What are the beliefs of Greek society as revealed in their literature? How do these plays reveal Greek ideals?• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What is the difference between a hero and a tragic hero? What are examples of modern day tragic heroes?• Why do the characters make the decisions they do? Do these characters act out a sense of justice? Authority? Personal needs? What

happens as a result? Does justice prevails? Why is their need to act the way they do so important to them? • What is a moral dilemma? How do they appear in Greek tragedy?• What views of law are presented in the plays? What does Sophocles ultimately seem to support?• What insights are revealed about society, past and present? How are we similar or different from the government and people of

Ancient Greece? • Thematic Topics: What do these plays say about…?

U4: The Classic Tragic Figure Monday Relevance: • We are presented with decisions and dilemmas on a daily basis. By examining the actions and

reactions of characters in literature, we can begin to understand our own and other’s choices.• The dramas we produce and consume often are a reflection of our values and morals as a society

and culture.

Essential Questions:• What are the qualities of a good leader?• What is fate or destiny? What is free will? Can they co-exist?• How does one’s actions directly affect yourself and others? • What guides our decisions? • What is a moral dilemma? • What is justice? What is fairness?• Should we follow our personal beliefs even when it is in direct opposition to the law? Does society have a

sense of morality, of right and wrong?• How does one face a society that is intolerant of differences? What actions and consequences follow?

Activity: Develop Monday

Purpose: to see and hear some information about Greek Theater in order to set your mind up for reading the play!

Tasks:1. View the 7 minute video: An Introduction to Greek Theater Video (7 min) https://www.youtube.com/watch?v=aSRLK7SogvE2. Respond to the questions3. Share and compare answers

Outcome: Go check out the play and get ready to preview it based on some Greek Theater terminology!

Activity: Develop Monday

1. Preview the Text2. Note the following terminology

Prologue: spoken by one or two characters before the chorus appears. Sets forth the subject of the play and provides the mythological background necessary for understanding the events of the play Parados: song sung by the chorus as it first enters*strophe: sung as the chorus turns from one side of the orchestra to the other*antistrophe: sung while the chorus moved in a direction opposite from the stropheOde: poem in dignified style sung by chrousEpisodes: scenes of dialogue in which one or more actors take partStasimon: a choral ode that often reflects on the dialogue and events of the preceding episode; weaves the plot into a cohesive wholeExodus the final episode where there is a processional song sung by the chorus at the end of the play offering words of wisdom related to the actions and outcomes of the playPaean: hymn of praise to Dionysus

3. READ Oedipus Rex: Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace) 4. Use the Reading Guide questions to help you with comprehension!!

Homework• READ Oedipus Rex: Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace) • Use the Reading Guide questions to help you with comprehension!!

• Tue, Nov 10 – Ben G, Saydra B, Gabby• Thurs, Nov 12 – Michelle E, Angelo S, Trina B• Fri, Nov 13 (2) – Garrett H, Alvin S, Matt B, Fred N

Hook, Housekeeping & Homework Tuesday

While you wait for an Independent Novel Presentation…Solve the Riddle of the Sphinx

• Version #1"A thing there is whose voice is one;Whose feet are four and two and three.So mutable a thing is noneThat moves in earth or sky or sea.When on most feet this thing doth go,Its strength is weakest and its pace most slow.”• Version #2: "What is that which has one voice and yet becomes four-footed and two-footed and three-footed?”• Version #3: What goes on four feet in the morning, two feet at noon, and three feet in the evening?"

• "a pastoral society” • “Man”

How is this riddle tied to our play?!

Homework: Read Scene II, Ode II, Scene III, Ode III (pp. 27-59)

Past, Present, Future Tuesday

• Independent Novel = Assignment 1 due• Writing Reflection Chart – Return TEWWG essay – Turn in chart!• Unit 4: The Classic Tragic Figure - Introduction to The Oedipus Cycle• Anticipation - Unit Overview - Background Information - Check out the Text – Preview with

Terminology

• Unit 4: The Classic Tragic Figure - The Oedipus Cycle• An Introduction to Greek Tragedy video (6:30 min) https

://www.youtube.com/watch?v=dSr6mP-zxUc• Discuss Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace) – Reading Guide

Questions• Read “Introduction to Oedipus the King” by Bernard Know (studysync) – Apply ideas to our

unit and essential questions• Read Scene II, Ode II, Scene III, Ode III (pp. 27-59)

U4: The Classic Tragic Figure Tuesday Standard 2: Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Unit Objectives: You will be able to. . . • Identify and apply the elements of Aristotle’s definition of tragedy• Analyze and explain the purpose and effect of characters’ perspectives, dilemmas and decisions, and how

these impact and support theme• Identify, illustrate, and explain the beliefs of Ancient Greek society as represented in their literature

Unit Questions:• How does drama reflect society?• What are the beliefs of Greek society as revealed in their literature? How do these plays reveal Greek

ideals?• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What insights are revealed about society, past and present? • Thematic Topics: What do these plays say about…?

Instruction: Obtain“Most Greek Tragedies were written in threes, called trilogies. Each play was related to the other two. .. Sophocles’ Antigone is a tragedy. What is a tragedy? The Greek philosopher Aristotle wrote: ‘Tragedy is the representation of an action worthy of serious consideration and complete in itself…’ As the Greeks understood it, tragedy was a way of telling old truths about life and the gods. Behind the spectacle of the dramatic performance was a message. It seemed to be, ‘the gods know best . . . It is man’s imperfect nature, his failure to understand the gods, that creates his sorrows . . . And often his destruction.’In all Greek tragedies there are three basic elements: a sense of destiny, the inevitability of events, and quest for justice. The Greeks believed everything to be guided by the will of the gods whether is was for good or not.… the characters in the play are human; their problems are our problems today.”

- “Drama and the Greek Theater,” Scott, Foresman and Company

Activity: Develop & Apply Tuesday

Purpose: to discover possible response to some of our Unit QuestionsTask: View “An Introduction to Greek Tragedy” video (6:30 min) https://www.youtube.com/watch?v=dSr6mP-zxUcConsider some of our unit questions:• How does drama reflect society?• What are the beliefs of Greek society as revealed in their literature? How do these plays reveal Greek ideals?• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What is a tragic hero?• What insights are revealed about society, past and present? • Thematic Topics: What do these plays say about…?

In terms of what the experts in the video say about…• Universal theme (Like what?)• Aristotle’s formula for a hero (Which is?)• Aristotle & Hamartia (What is it? How does it tie in with tragedy?)• Structure and Plot Innovation (What is it? What modern American playwright/play uses it?)• Aristotle & Catharsis (What is it?)

Outcome: Share and compare

Activity: Develop & Apply Tuesday

Purpose: to discover possible response to some of our Unit AND Essential Questions

Tasks: You have 5 minutes to… 1. Read Knox’s Introduction (see next slide for vocabulary)2. As you read, examine what questions he seems to address and how he

addresses them. Start with Unit Questions first and then go to the Essential Questions.

3. Decide on Outcome ideas

Outcome: Share out one important idea: question addressed and how

VocabularyFormidable for•mi•da•ble \forˈ mə də bəl\ adjective• Causing fear or dread• The sharp teeth and claws of the beast appeared formidable to the hunters.Efficacy ef•fi•ca•cy \ˈe-fi-kə-sē\ noun• The ability to produce an effect; effectiveness or efficiency• The doctors questioned the efficacy of the new drug as a treatment for the disease.Subjection sub•jec•tion \ˈsəb-jik-shən\ noun• A situation in which a person is placed under someone or something’s control or authority• Having spoken against the king, the prisoner was under the subjection of the court and his jailors.Insoluble in•sol•u•ble \(ˌ)in-ˈsäl-yə-bəl\ adjective• Having no solution or explanation• Though he did some research, he found the problem insoluble.Perseverance per•se•ver•ance \ noun• The ability to continue trying to accomplish something despite its difficulties• The young runner’s perseverance finally paid off when, after a year of trying, she finally won her first gold medal

in the 5,000-meter long distance race.

Activity: Develop and Apply Tuesday

Purpose: to examine a key passage (2 – 6 line quote) from Prologue, Parados, Scene I, Ode I (pp. 3-26 Harcourt Brace)

Tasks: You have 15 minutes to…1. Take a look at Reading Guide Question #22 (say, mean, matter) 2. Create a chart where…3. The “Say” includes a reference to sight/vision/light and/or blindness/darkness (2-6 lines from text with page

numbers)4. The “Means” includes dramatic irony (2 sentence explanation)5. The “Matters” includes… how this shows/supports/addresses to… (4-5 sentence explanation of why it matters)

1. Tragic Hero (good but not so good one can’t relate) OR2. Tragedy (what do you know so far...?)

• Hamartia (error of judgment)• Hubris (excessive pride)

3. A universal theme (What does this play say about… fate, free will, truth, pride/hubris, wisdom, motive, relationships, painful, decisions, suffering, unfairness?)

4. One of our Unit or Essential Questions (see next slide)Additional Help: Look at the Additional Reading Guide Questions (1 dramatic irony, 2 symbolism of light, 3 truth, fate, 4 tragic flaw, 5 fate or free will)OUTCOME: WRITE AND POST

Unit and Essential Questions to Consider• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What is the difference between a hero and a tragic hero? What are examples of

modern day tragic heroes?• Why do the characters make the decisions they do? Do these characters act out a

sense of justice? Authority? Personal needs? What happens as a result? Does justice prevails? Why is their need to act the way they do so important to them? • What view of law is presented in this play so far?

• What are the qualities of a good leader? (Is Oedipus a good leader?)• What is fate or destiny? What is free will? Can they co-exist?• How does one’s actions directly affect yourself and others? • What guides our decisions?

HOMEWORK

•Read Scene II, Ode II, Scene III, Ode III (pp. 27-59) for tomorrow!

Hook, Housekeeping & Homework Wednesday

While you wait …• Get into your groups from yesterday.• Finish your Say, Mean, Matter Chart from yesterday and post it on the front board!

(5 minutes, max!)• While someone is writing the chart, the rest of you discuss (and be prepared to

share) answers to reading guide questions for Scenes II and III

Homework: Read the rest of the play! (Scene IV, Ode IV, Exodus, pp. 59-81) - Use reading guide questions and look for same ideas, say, mean, matter chart!

Past, Present, Future Wednesday

• An Introduction to Greek Tragedy video (6:30 min) • Read “Introduction to Oedipus the King” by Bernard Know Say, Mean Matter Chart• Read Scene II, Ode II, Scene III, Ode III (pp. 27-59)

• Discussion Charts & Scene II, Ode II, Scene III, Ode III (pp. 27-59)• Read the rest of the play! (Scene IV, Ode IV, Exodus, pp. 59-81)

• Novel Presentations• Aristotle's’ Ideas about Tragedy (handouts)

U4: The Classic Tragic Figure Wednesday Standard 2: Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Unit Objectives: You will be able to. . . • Identify and apply the elements of Aristotle’s definition of tragedy• Analyze and explain the purpose and effect of characters’ perspectives, dilemmas and decisions, and how

these impact and support theme• Identify, illustrate, and explain the beliefs of Ancient Greek society as represented in their literature

Unit Questions:• How does drama reflect society?• What are the beliefs of Greek society as revealed in their literature? How do these plays reveal Greek

ideals?• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What insights are revealed about society, past and present? • Thematic Topics: What do these plays say about…?

Activity: Develop and Apply Wednesday

Purpose: to review plot details and the purpose and effect of characters’ perspectives, dilemmas and decisions, and how these impact and support theme

Tasks:1. Review Say, mean matter2. Discuss Scenes and Odes II-III

Outcome: Questions? Concerns? Consider…• Why do the characters make the decisions they do? Do these characters act out a sense of

justice? Authority? Personal needs? What happens as a result? Does justice prevails? Why is their need to act the way they do so important to them?

• What views of law are presented in the plays? • What insights are revealed about society, past and present?

Hook, Housekeeping & Homework Thursday

Thurs, Nov 12 – Michelle E, Angelo S, Trina B

While you wait …• Discuss answers to reading guide questions for Scene IV, Ode IV, Exodus

Homework: Independent Novel Assignment #2 due tomorrow!

Past, Present, Future Thursday

• Discussion Charts & Scene II, Ode II, Scene III, Ode III (pp. 27-59)• Read the rest of the play! (Scene IV, Ode IV, Exodus, pp. 59-81)

• Independent Novel Presentations• Aristotle's Ideas about Tragedy (handouts) – Aristotle's Ideas about Tragedy (handouts) – Large Group

Reading & Small Group Discussion & Share Out• Oedipus at Colonus Summary

• Story Corps• Independent Novel Presentations, Assignment 2 due, & Small Groups Discussions• Theme for Oedipus Rex• Read Antigone: 189-245

U4: The Classic Tragic Figure Thursday Standard 2: Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Unit Objectives: You will be able to. . . • Identify and apply the elements of Aristotle’s definition of tragedy• Analyze and explain the purpose and effect of characters’ perspectives, dilemmas and decisions, and how

these impact and support theme• Identify, illustrate, and explain the beliefs of Ancient Greek society as represented in their literature

Unit Questions:• How does drama reflect society?• What are the beliefs of Greek society as revealed in their literature? How do these plays reveal Greek

ideals?• What is tragedy as defined by Aristotle? How do these plays embody this definition?• What insights are revealed about society, past and present? • Thematic Topics: What do these plays say about…?

Activity: Develop and Apply Thursday

Purpose: to examine & analyze Aristotle's definition of tragedy

Tasks: Read through and annotate the text1. What is tragedy as defined by Aristotle? 2. Ask questions regarding its application to Oedipus Rex3. Jot notes regarding its application to Oedipus Rex

Outcome: How does this play embody this definition?

Share one important idea with the entire class.

Oedipus at Colonus

Hook, Housekeeping & Homework Friday

• Fri, Nov 13 (2) – Garrett H, Alvin S, Matt B, Fred N

While you wait… Welcome to Friday! StoryCorps.

http://www.npr.org/series/4516989/storycorpshttps://storycorps.org/listen/noah-mcqueen-and-barack-obama-150225/

RETURNSHomework: Read Antigone: pp. 189-245

Past, Present, Future Friday

• Independent Novel Presentations• Aristotle's Ideas about Tragedy (handouts) – Large Group Reading & Small Group Discussion & Share Out• Oedipus at Colonus Summary

• Story Corps• Independent Novel Presentations, Assignment 2 due, & Small Groups Discussions• Theme for Oedipus Rex• Senior Survey & Returns• Read Antigone: pp. 189-245

• Antigone: 189-245 – Group Work (plot, conflicts, character perspective, theme)• “The Miracle That Was Greece”

Independent NovelFriday

Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies

Research and Reasoning1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposesOral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness

Objective: to practice various reading strategies while reading your independent novel

Relevance: The ability to interpret a text and cite evidence fosters the coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings.

Essential Questions: • What strategies are most useful when reading, understanding, and making personal connections to literary texts? • How can a reader compare his/her family or individual beliefs to those of a historical or literary period? • What are the qualities or characteristics of literary merit? What is a text of literary merit? • What specific techniques in a classic text elicit historic attention or appreciation? Why?• What specific techniques in a modern text deserve critical attention or appreciation? Why?

Independent Novel Activity: Develop Friday

Purpose: to hear about other independent novels that you may be interested in reading in the future

Tasks: 10 minutes “round robin”*• Each person should spend 2-3 minutes sharing and discussing his/her novel and

assignment• Please monitor your time; your group should be discussing these books the entire 10

minutes*Note: If you did not turn in an assignment, you may not sit with your group Please use this time to complete assignment #1 on your own

Outcome: Turn in your assignmentWhat did you learn? What did you find interesting, entertaining, etc.?

Activity: Develop and Apply Friday

Purpose: to examine the universal insights revealed in the play Oedipus Rex

Task: Use the following to explore potential themes for Oedipus Rex• Unit and Essential Questions• Finding Theme and Writing Thematic Statements

Outcome: Write a theme statement for Oedipus Rex

Once done, record it on the board and then take a Senior Survey off the side table, complete and turn in. Then, read Antigone: pp. 189-245

Now let’s… Friday

Presentations Friday

• Mon, Nov 16 – Harris N, Korina R, Jonathan C• Tue, Nov 17 – Claudia W, Taylor S,

Henry R • Thurs, Nov 19 – Oralia C, Michael

L, Martin R• Fri, Nov 20 (2) – Kayla O, Jordan

H, Johnathan H, Virdi H, Richard H, Tylor O• Bailey S

Coming Soon…• M = Look back at the Anticipatory hook questions – how do they apply? Antigone: 189-245 –

Group Work (plot, conflicts, character perspective, theme); HMWK: “The Miracle That Was Greece”• Mondays = Writing Center 3:15-3:45

• T = Look at your Unit Questions: can you respond to each? “The Miracle That Was Greece” – Discussion; Play Review Guide; HMWK: Prep for Discussion

• Greek Tragedy and the World From Which It Came: Plot Outline (How is each action of each scene essential to the logic of the plot?)

• “The Miracle That Was Greece” – Read - List all the ways Oedipus embodies the ideas in Greek culture at the time it was written

• W – In-class writing; HMWK: Prep for Discussion, Play Review Guide• T – Discussion: show what you know about the plays, especially in regard to unit & essential

questions; HMWK: Play Review Guide • F – Play Review Guide due; Story Corps (extension activity – post on Sharepoint);

Independent Novel Assignment # due; Group Discussion

Coming Soon…• Mondays = Writing Center 3:15-3:45

Coming Soon…

• Aristotle’s Poetics – Unit Question• Aristotle’s Poetics and Oedipus Rex: What is tragedy as defined by Aristotle? How does this play embody this definition?• You and your group members have been assigned a section of Aristotle’s Poetics on tragedy. Using Oedipus Rex, show how the

play embodies his definition. Use PIE for your structure:• P = Aristotle’s definition + Oedipus• I = specific quote (with page) from text to illustrate this• E = Explanation of how illustration supports point, including elaboration by using references to Aristotle’s Plot and Character,

and others as needed.

• Greek Tragedy and the World From Which It Came: Plot Outline (How is each action of each scene essential to the logic of the plot?)

• “The Miracle That Was Greece” – Read - List all the ways Oedipus embodies the ideas in Greek culture at the time it was written

• This is a Story about…? Create statements of theme • Oedipus at Colunus – Summarize

• Play Review Guide!

Presentations• Mon, Nov 30 – Tink L, Emmitt

C, Joseph Q• Tue, Dec 1 – Baylee S, Bryana

O, Aliea F• Thurs, Dec 3 – Emma C, Erin

S, Carmina P, • Fri, Dec 4 (2) – Jordan M,

Abby T, Cody W, Zach S, Alyanas D, Noah S

• Mon, Dec 7 - Brytne O, Ethan F, Tess A• Tue, Dec 8 - Bailey M,

Schaeffer W, Sienna A• Thurs, Dec 10 – Zach P,

Sheldon D• Fri, Dec 11 (2) – Ali S, Dylan S,

Tara H, Mary R, Lauren H

Colorado Academic StandardsOral Expression and Listening 1.Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness2.Effective collaborative groups accomplish goals

Reading for All Purposes1.Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies2.Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills

Writing and Composition1.Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose2.Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes3.Standard English conventions effectively communicate to targeted audiences and purposes

Research and Reasoning1.Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes2.Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

Coming Soon…• Hamlet• Story Corps Extension Activity